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10/13/2011
1
Learning Software Engineering - Online29th Pacific NW Software Quality Conference
Oct 10-12 2011Kal Toth, [email protected]
10/13/2011 1PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
Unstated Goal
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Learning Systems
Work GroupsSocial Networks
common methods,processes & tools
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Perspectives Addressed
Online/hybrid delivery of SE Courses and Programs� UBC, Simon Fraser, TechBC, OSU, PSU
Evolution of e-learning delivery� Emergence, systems, tools� Broadcasting sessions / lectures� Learning management systems� Asynchronous and synchronous collaboration� Social, professional, and work networks
E-Learning Challenges and Success Factors
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Advanced Software Engineering Education
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Software and IT professionals and practitioners
Primary Objectives:� Enhance professional software competencies� Develop job-ready technical team leaders and managers� Flexible delivery and access
Professional Development Graduate Certificates Masters Degrees
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Curriculum and Careers
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Project / Group
Manager
Team Leader
/ Manager
SW Analyst
SW Architect
SW
Developer
SW Quality
Engineer
Product
Manager
SE Courses / Topics� principles/processes� project management� agile development� team collaboration� quality engineering� reqts & analysis� architecture� design techniques� testing & implt’n� estimating� decision-making� strategic issues� process improv’t
CareerProgressionPossibilities
Learning Elements, Methods, Mechanisms
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SE Curriculum:
processesproject mgtagile devteam collabquality eng’greqts & analysisarchit / designtesting & implt’nestimatingdecision-makingstrategic issuesprocess improv’t
Elements:
ReadListenThink CriticallyAnalysisSolve Problems
Learning Methods:
PresentationsExamplesCase StudiesProblemsQuestionsResponsesIndividual AssigntsGroup AssigntsFeedbackEvaluation
Online Mechanisms:
• Broadcast Content
• On-Demand A/V
• Narrated PPTs
• Repositories
• Online Feedback
• Discussion Forums
• Web Conferencing
• New Media
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Evolution of E-Learning
Open University (UK), U of Athabasca, …Broadcast Lectures:
� Satellite distribution with feedback via text channels (NTU)� Classroom recorded and distributed (tape, disk, streamed)
Work Group Teleconferencing [synchronous learning]: � Telephony-Based Conferencing Technologies� Functions, Features, Performance, Costly, Constrained Access
Asynchronous Learning Networks [Sloan Foundation, Drexler, …]� Greatly facilitated by the emergence of the Web and common usage� Benefits: anytime, anyplace, reflection, language, personality issues� Counter-Arguments: Isolation, engagement, authentication
Learning Management Systems: E-College, WebCT, Bb, D2L, …• Access to materials, collaboration, assignment handling, grading support, ...
Web conferencing; Social Networking / Media; Workgroup Tools
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10/13/2011 8PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
E-Learning Versus Traditional
Experts: no significant differences in learning outcomes� Different e-learning methods probably fit different subjects
(but not well understood)
Distinctions Blurring: Online Learning, Social & Work Networks� How we learn, increasingly like how we work� When we work, we are constantly learning� Collaboration at work and at school are social experiences
We should harmonize our social, learning, and work processes!
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Earliest Delivery Models(some blending on face-to-face & asynch learning)
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Asynch Learning (LMS): �WebCT at UBC (1995)� Virtual-U at Simon Fraser (1996-98)� Custom LMS at TechBC (1999-2000)
OMSE:� Recorded Lectures� Some web-based content� LMS: E-College (LMS) experiment (2003)
Broadcasting Lectures
Remote control cameras and push-to-talk micsPC, projector, doc camera controlled by instructorSupport personnel:
� Remote control cameras� Audio-video captured, digitized, streamed via media server� “Live Streams” (delayed 5-10 secs)� Archived streams on-demand
Issues:� Teleconferencing return channels not integrated
10/13/2011 10PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
SFU:1990s, PSU: 2003 …
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Learning Management Systems
Useful Capabilities: � Managed access to course info and resources� Assignment management, grading support, usage tracking� Online (asynchronous) discussion forums� Integration with registration and grading� Guidance, pacing, announcements, EM, student lists
UIs have been somewhat clunky but getting better.
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Mini-Lecture Approaches
Attempts to overcome student-faculty isolation:� Pre-recorded studio lectures (canned)� more costly to produce; harder and more costly to update
� Narrated PowerPoint lectures� Cheaper and easier update
More study / assessment needed:� Learning and engagement effectiveness
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________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Online Learning Issues
Learning effectiveness of online methodsFaculty workload and ownership of their instructional materialsStudent isolation – from faculty and other studentsLMS Pros/Cons: good, bad and annoying features & performanceOverlooked Costs: conversion, training, learning (fac+stud)Integration: LMS with registration and grading not seamless
Emerging Issues: � How to integrate online systems with web conferencing, chat, twitter, and
social networking capabilities
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Student Preferences
Student Preferences Vary: 1. Opposed to online learning – only face-to-face acceptable2. Prefer face-to-face over online3. See value in blending online with face-to-face4. Prefer online over face-to-face5. Are unable to attend face-to-face – online is only choice
Wants: � Social media features (like those used at home)� Groupware features (like those used for work)
Criticisms: � Performance, Quality of UIs, “Clunkiness”, …
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________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Online & Hybrid Delivery
Online LearningInfrastructure
Course Materials- syllabus, weekly lesson plan- “lectures”, readings- case studies, examples- assignments, grades- shared resources
Engagement:• direction• Q&A• feedback• evaluation
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Oregon Master of Software Engineering, Portland State University 15
Engagement- a/v streams- discussion forums- teleconferencing- email
shorter lectures Q & A
Teams
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Critical Success Factors for E-Learning (1)(challenges needing to be overcome)
Achieving Faculty Buy-In to Overcome Concerns: �� Workload: Course developmentWorkload: Course development
�� Course delivery: scalability not as advertizedCourse delivery: scalability not as advertized
�� Learning effectiveness: Traditional (F2F) vs. OnlineLearning effectiveness: Traditional (F2F) vs. Online
�� Intellectual Property Rights: Online Learning MaterialsIntellectual Property Rights: Online Learning Materials
�� Cheating / authentication of students (exams, assignments)Cheating / authentication of students (exams, assignments)
Satisfying Student Expectations:� Comparative quality: professional & social networks
• Materials, media, organization & consistency of content
• Performance: responsiveness, download time
• Ease of use: intuitive user interfaces
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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10/13/2011 17PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
Critical Success Factors for E-Learning (2)
Technology / Infrastructure:� Delivery: good, bad and annoying features� Help desk, performance, technical support / fixes� integration with registration/grading
Administration and Finance: � Conversion costs, training, learning - underestimated� Scalability potential - overestimated� Need for marketing - underestimated� Scholarly value of online pedagogy – under-recognized
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Hybridizing/Blending Trend
Blend traditional F2F classroom with online learning methods� Students use the same learning management system for
web-enabled, online-only, and hybrid courses� Same assignments, grading, EM, pacing, …� Hybrid courses increase focus on online activities� Online discussions, group web-conferences, online exercises
� Face-to-face sessions shorter, sometimes even optional
(Reduces demand for scarce classroom space)
Distinctions blurring here too: web enhanced, online & hybrid
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Hybrid / Blended Approach (1)
All students use the same LMS / course shell� assignments, grading, EM, pacing, etc.
Face-to-face sessions are short lectures or Q&A sessions� streamed over the web: support “live” & delayed access
Increased use of online discussions off-set reduced class time� Reduces demand for scarce classroom space
Attending face-to-face sessions is optional� Some students experience “hybrid”; others online (only)� Online students rely more on streams & mini-lectures� Face-to-face participation not evaluated� But participation in online discussions is evaluated
10/13/2011 19PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
Hybrid / Blended Approach (2)
Enriched Classroom Streams Using “Echo 360”: � Merges A/V, presentation, doc camera streams� Improved integration of information streams� Better student control when viewing streams� Higher overall resolution/quality of the mixed info streams
Flexible Synchronous Collaboration Using “Elluminate”:� Work group activities: web conferencing, shared space� More effective engagement –> Audio/Video + collaboration� Lower cost –> Elluminates human controllers, reduces costs� Instructors –> Learning curve, training, setup coordination� Empowered students to directly use Elluminate for projects
10/13/2011 20PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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10/13/2011 21PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
Benefits of Online Hybrid Learning Approach
Better learning:Integrates benefits of e-learning with traditional learningAsynch increases depth and breadth of engagementStudents learn from each other as well as instructor
Reduces demand on [expensive] classroom facilitiesStudents:
Integrates well with lifestyle of busy working professionalsReduced commute, residency, parking, and other costs
Faculty: Telecommuting reduces travel and office space costsIncreases size of available pool of faculty
Annex: Screen Shot Illustrations
Desire-to-Learn (D2L): Learning Management System
Echo 360: Lecture Capture and Streaming System
Elluminate: Teleconferencing and Information Sharing
System (now called Blackboard Collaborate)
10/13/2011 22PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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LMS: Desire-to-Learn
Echo 360
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________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use
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Elluminate
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Questions?
10/13/2011 26PNSQC 2011: Leanring Software Engineering - Online, Kal Toth
________________________________________________________________ Excerpt from PNSQC 2011 PNSQC.ORG Copies may not be made or distributed for commercial use